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1. U. of Iowa Writing Students Quash Planned Open Access (EJ790381)
Author(s):
Foster, Andrea L.
Source:
Chronicle of Higher Education, v54 n29 pA15 Mar 2008
Pub Date:
2008-03-28
Pub Type(s):
Journal Articles
Peer-Reviewed:
No
Descriptors: Graduate Students; Copyrights; Degree Requirements; Writing (Composition); Access to Information; Information Policy; Higher Education
Abstract: The University of Iowa has reversed course on a plan to make some students' theses freely available online, following protests from students in the university's writing programs. The students said the plan could have threatened the potential commercial value of their novels, plays, and other creative works. The controversy began in late winter, when graduating students in the writing programs noticed new language in a form required for all students depositing their theses with the Graduate College. The document informed students that the University of Iowa Library would scan the hard-copy theses as part of the degree requirement and then "make them open-access documents," which the form defined as freely available over the Internet and retrievable "via search engines such as Google." The form has since been removed from the Web, and it has been revised to remove the open-access language. After meeting with students, professors, and librarians, the university provost said a consensus emerged that the thesis-deposit form for students in graduate writing programs will include a statement saying that the theses cannot be scanned or distributed without the authors' consent. Students are also being advised to attach pages to their theses that reaffirm their copyrights to their works. Students and professors in the writing program said they were pleased by the provost's quick response. Unlike graduate students in sciences who frequently prefer to have their theses and dissertations widely disseminated online because it can lead to more citations of their research, other colleges are also facing opposition from creative-writing students over open-access publishing of theses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Electronic Theses and Dissertations: Promoting "Hidden" Research (EJ795400)
Copeland, Susan
Policy Futures in Education, v6 n1 p87-96 2008
2008-00-00
Journal Articles; Reports - Descriptive
Yes
Descriptors: Doctoral Dissertations; Journal Articles; Electronic Publishing; Access to Information; Database Design; Information Management; Copyrights; Global Approach; Foreign Countries
Abstract: Since the mid 1990s an increasing number of higher education institutions and organisations have been encouraging the production and submission of theses and dissertations in electronic format. Where access to electronic theses and dissertations is available via the Internet, usage figures indicate that this is a much consulted resource. However, until recently, only a small percentage of the theses produced internationally have been mounted on web pages. The situation is now changing as efforts to promote "open access" are leading many universities to develop institutional repositories which contain the full text of theses and dissertations alongside journal articles, book chapters, conference proceedings, reports and associated research data sets, etc. Attention is now being directed towards the identification and dissemination of examples of good practice, and attempts are being made to coordinate activities across institutions both nationally and internationally (to reduce unnecessary duplication of effort and encourage developmental work in areas where this will be beneficial). This article highlights key issues associated with the creation, management and use of electronic theses and dissertations and provides information about organisations that are actively working to promote this useful source of research data. Information is provided on topics such as training, technical and administrative requirements, and the issues to address, whether adopting a local, institutional, approach or participating in a national level service. (Contains 28 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Thesis Black Market: Present State and Background (EJ794035)
Gang, Wang
Chinese Education and Society, v40 n6 p15-19 Nov-Dec 2007
2007-00-00
Descriptors: Higher Education; Foreign Countries; Supply and Demand; Faculty Publishing; Publishing Industry; Free Enterprise System; Periodicals; Accreditation (Institutions); Evaluation Criteria; Economic Factors; Academic Standards; Theses; Purchasing
Abstract: The superficial reason for the existence of the thesis black market is the glut of theses and the shortage of publishing space; behind that is the skewed academic assessment system. Today, the following circumstances can be found in virtually all institutions of higher education in China: (1) A master's degree student must, during the two or three years of his or her studies, independently publish at least one academic thesis in a key journal confirmed by the school; and (2) A Ph.D. student must independently publish every year at least two academic theses in one or more key journals confirmed by the school. This article describes the need for thesis publication among professors at institutions of higher education. It observes that no less than 150,000 theses are published annually and that key journals are able to absorb only 100,000 of these, leaving the rest to be similarly published by illegal and pirated "key journals" via the black market. The larger backdrop to this situation is the fact that the number of theses included in academic journals has already become an important criterion for measuring the quality of an institute of higher learning or a research institution. Educational administrative departments link the assessments and ranking of institutes of higher learning with the number of theses they publish. Schools link the number of theses published with their professors' professional titles and yearly assessments, and even insist on regarding the number of theses published in academic journals as a mandatory criterion for the graduation of postgraduate students. This has further swollen the ranks of those who wish to publish theses, created an enormous buyers' market, and turned academic journal page space into a rarity. The enormous pressure on the academic journal market can well be imagined if such an enormous volume of theses were to be shifted onto that market. [This article was translated by Ted Wang.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Rhetorical Functions of Citations in High- and Low-Rated Master's Theses (EJ796862)
Petric, Bojana
Journal of English for Academic Purposes, v6 n3 p238-253 Jul 2007
2007-07-00
Journal Articles; Reports - Evaluative
Descriptors: Rhetoric; Masters Theses; Citations (References); Second Language Instruction; Student Evaluation; Academic Discourse; English for Academic Purposes; Second Language Learning; Writing Strategies; Writing Research
Abstract: This study compares rhetorical citation functions in eight high- and eight low-graded master's theses in the field of gender studies, written in English as a second language. The following rhetorical functions of citations are identified: attribution, exemplification, further reference, statement of use, application, evaluation, establishing links between sources, and comparison of one's own work with that of other authors. It is shown that both sets of theses use citations predominantly for attribution, suggesting that one of the functions of citation in student writing is knowledge display. The use of citation for non-attribution functions is found to be considerably lower in the low-rated theses than in the high-rated theses, both in the whole theses and in individual chapters. The findings show that there is a relationship between citation use and thesis grade, thus pointing to the importance of effective citation strategies for students' academic success. In conclusion, the paper argues that source use and citation skills should receive more attention in EAP instruction and suggests activities focusing on this area of academic writing. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Dispute at New Mexico State Worsens Amid New Claims (EJ806200)
Carlson, Scott
Chronicle of Higher Education, v54 n45 pA15 Jul 2008
2008-07-18
Descriptors: College Faculty; State Universities; Dismissal (Personnel); Plagiarism; Social Discrimination; Conflict; Masters Theses; Administrator Behavior; College Presidents
Abstract: This article reports that two married professors, John Moraros and Yelena Bird, whose contracts were not renewed by New Mexico State University, in what they say was a case of discrimination and retaliation, now say they are also the victims of baseless allegations of plagiarism by the university's president. Administrators at New Mexico State, who have been dogged by bad press over the incidents, are looking closely at the professors' 2004 master's theses. A senior public-health professor at the university says that President Michael V. Martin, who will soon become chancellor of Louisiana State University at Baton Rouge, visited his office brandishing copies of the professors' theses and urged him to look at passages he thought were similar in the two. The senior professor, Robert Buckingham, who has supported the dismissed professors, said Mr. Martin angrily told him that he had collected unflattering information about Mr. Buckingham's past that could be released to the public. The events make up merely the latest round in a complicated case in which allegations have been lobbed among the university, the professors, and their supporters. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Old Lamps for New: Mnemonic Techniques and the Thesis (EJ825543)
Carter, Susan
Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v8 n1 p56-68 2009
2009-00-00
Descriptors: Mnemonics; Information Management; Cognitive Structures; Memory; Theses; Doctoral Dissertations
Abstract: The mnemonic techniques of the past, like mind maps, metaphors, and narrative theory, offer research students, especially doctoral candidates, another cognitive support. These techniques pre-date computers (and possibly literacy), so shift cognitive organization from the page or the computer screen to the mind. This article compares early memory theory and the process of research thinking. Three useful pointers to the thesis writer emerge from mnemonics: the use of concrete images to conceptualize the abstract; the use of mental architecture to conceive of structure; and recognition that the cognitive structuring process is ontologically significant. It is hoped that in an age of electronics a reminder of the capacity of the human mind to establish an architectural filing system may be encouraging to doctoral students engaged with structuring their theses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Readers Not Wanted: Student Writers Fight to Keep Their Work off the Web (EJ797161)
Chronicle of Higher Education, v54 n36 pA14 May 2008
2008-05-16
Descriptors: Graduate Students; Masters Theses; Writing for Publication; Student Publications; Electronic Publishing; Access to Information; Information Policy; Intellectual Property; Creative Writing
Abstract: Mark Brazaitis worries that his university may sabotage the literary careers of his students. As director of the creative-writing program at West Virginia University, Mr. Brazaitis oversees the training of about 30 graduate students, who hope to become published authors. At the end of their three years in the program, they hand in their magnum opuses, master's theses that could one day appear in print in literary journals or books. For now, creative-writing students can submit their theses on paper. But starting next fall, the coordinator of the campuswide electronic-thesis program wants to require those students, like others at West Virginia, to submit their writing projects electronically and make them publicly available after five years. That policy could hurt students because publishers will not accept poems, short stories, or novels that are already freely available for everyone to read online. This article reports that tension about how theses should be disseminated is brewing on other campuses, too. Open-access advocates, often scientists and librarians, are pressing for the scholarly works to be made publicly available online. Professors of writing and their students, however, argue that literary projects are fundamentally different from laboratory experiments. They say student authors should be the ones to control how their work is distributed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Reading Results: A Critical Look at Standardized Testing and the Linguistic Minority (ED502355)
Shannon, Joanie
Online Submission
2008-08-01
Dissertations/Theses - Masters Theses; Reports - Evaluative
N/A
Descriptors: Language Minorities; Standardized Tests; Test Bias; English (Second Language); Second Language Learning; Scores; Cultural Background; Hispanic American Students; Federal Legislation; Intervention; Socioeconomic Status; Academic Achievement; Middle School Students; Middle School Teachers; Interviews
Abstract: A critical look into assessing the Standardized Test and Reporting (STAR) test data among English language learners gives educators a chance to examine the cultural biases present within the standardized test movement started by the No Child Left Behind Act of 2001. In particular, The STAR test results seem to reflect that the test is geared toward students who not only speak the mainstream language but who grew up in the mainstream culture. After examining past student's STAR results, there seemed to be a discrepancy between the test score and the student's ability. This also seemed to be integrated with the student's cultural background, when they came to the United States and how long they have lived in the country. A student's level of language acquisition is considered when their test results are gauged but there seems to be no consideration toward whether or not they are acculturated. After reviewing literature on the topic, it seems as though a plan for intervention must be set in place if any changes are to be made. The literature shows that most standardized tests do have an underlying bias, and also reveals which cultures are the most susceptible to biases within tests. The pilot study conducted in line with the research shows that students from the Latino culture in particular fall victim to test bias. A possible plan for intervention may be a small, localized step toward developing a plan for success for language learners. [Master's Thesis, Dominican University of California.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (106K)
9. Bullying Prevention in the Elementary Classroom Using Social Skills (ED503060)
Anderson, Stacie; Swiatowy, Colleen
2008-12-00
Dissertations/Theses - Masters Theses; Reports - Research; Tests/Questionnaires
Descriptors: Intervention; Bullying; Action Research; Cultural Awareness; Teacher Surveys; Student Surveys; Friendship; Assertiveness; Classroom Environment; Grade 4; Interpersonal Competence; Program Effectiveness; Antisocial Behavior; Elementary School Students; School Safety; Empathy; Role Playing; Childrens Literature; Class Activities; Learning Strategies; Coping; Self Esteem; Empowerment; Check Lists
Abstract: Our action research project report provided students with social skills training to effectively handle bullying situations in the fourth grade. Our study involved 70 fourth-grade students and began Monday, January 14, 2008 and concluded Friday, May 2, 2008. The behaviors documented from the fourth grade students were name calling, exclusion, pushing, disrespect of people and property, and intimidation. Teacher researchers used several tools to document the evidence of bullying. These tools were a student survey, teacher survey, observational checklists, and parent survey. When implementing the student survey, the teacher researchers noticed that over three-fourths of the fourth-grade students felt that they had been bullied. Boys bullied more frequently than girls. Bullying occurred most often on the playground, the bus, and the hallway. One of the most concerning issues was that one-third of the students did not feel safe at school. The strategy that was most beneficial to the students in the elementary classrooms was teaching social skills. The social skills that were taught to prevent bullying included: assertiveness training, cultural awareness, empathy, respect, and appropriate responses and choices. These social skills were taught by role-playing and literature, using the book "Crash" by Jerry Spinelli. Some additional interventions used for social skills instruction were journaling, using conversational dialogue appropriately, completing family activities focused on individuality, project sharing, friendship poster advertisements, "secret friends", and using learned strategies to handle bullying situations. Upon completing this intervention, the teacher researchers found an increase in the repeat of bullying behaviors which might be associated with the knowledge and skills gained during the intervention. Throughout the intervention, students were introduced to a variety of strategies to deal with bullying. The results of this was a decrease in the students' telling an adult and an increase in fighting back or not responding at all to the bully. Students became more confident in their ability to handle bullying situations. Students felt comfortable coming to an adult, but were also able to handle more situations independently. The perception of feeling safe at school increased throughout the intervention. This is due to the students' increased knowledge of how to handle a bully or bullying situation. Students used the strategies that were introduced during the intervention, thus empowering them to handle any given situation. (Nine appendixes are included: (1) Student Survey; (2) Parent Survey; (3) Teacher Survey; (4) Observational Checklist; (5) Journal Entry; (6) Conversational Dialogue; (7) Coat of Arms; (8) Friendship Poster; and (9) Peace Table. (Contains 5 tables and 20 graphs.) [Master of Arts Action Research Project, Saint Xavier University and Pearson Achievement Solutions, Inc. Field-Based Master's Program.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (295K)
10. Rogers' Five Main Attributes of Innovation on the Adoption Rate of Online Learning (ED503413)
Do, Truman
2008-08-15
Dissertations/Theses - Masters Theses; Reports - Research
Descriptors: Graduate Students; Online Courses; Statistical Surveys; Innovation; Business Administration Education; Educational Technology; Electronic Learning; Computer Assisted Instruction; Web Based Instruction; Technology Integration; College Faculty; Teacher Surveys; Teacher Attitudes; Student Surveys; Student Attitudes; Correlation; Adoption (Ideas); Questionnaires
Abstract: Background: Hawaii Pacific University (HPU) has increased the offering of online courses for its students. The drive toward online instruction has been championed by school management, but feedback from faculty and students has not been measured. Purpose: To investigate the influence of Rogers' five attributes of innovation diffusion on the adoption rates of online education by faculty members and graduate students in the College of Professional Studies at Hawaii Pacific University. Setting: The College of Professional Studies at HPU housed four graduate programs: Master of Science in Information Systems, Master of Arts in Organizational Change, Master of Arts in Human Resources Management, and Master of Arts in Global Leadership. Each program chair has discretion in term of setting up the online course format, but they must adhere to the reading-discussion-paper model. Study Sample: Two population samples were collected for this research project: The researcher surveyed 250 of 500 students. As for the faculty, the entire population of 43 was surveyed. Research Design: Correlational;Statistical Survey. Data Collection and Analysis: Surveys were distributed to the two sample populations in two stages. The first stage involved emailing the surveys to professors and students who exclusively work in an online environment. The second stage involved face-to-face contact to distribute the surveys to those who took classes both online and brick-and-mortar. Findings: Out of 77 respondents, 48 have taken online courses. The cumulative attributes of online learning received 24% negative response, 26% no opinion response, and 50% positive responses. Out of 77 respondents, 29 have not taken an online course yet. The cumulative attributes of online learning received 23% negative response, 44% no opinion response, and 34% positive responses. Conclusion: The results for students who have taken online courses in the College of Professional Studies did not the first hypothesis. The attributes of simplicity and trialability are the only two that are positively related. For the attribute of simplicity, students perceived that it was easy to use WebCT. Also, the assignment instructions posted were clear and detail. As for the attribute of trialability, they perceived the ease of signing up online courses was high. (Contains 6 tables, 6 figures, and a bibliography.) [Citation: Rogers, E.M. (2003). Diffusion of innovations, 5th Ed. New York, NY: Free Press.] [Master's Thesis, Hawaii Pacific University.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (362K)
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